The relationship between auditory and visual memory and specified academic skills in reading and written spelling among remedial students in grades 1-6

Date

1986

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Abstract

On his interactive instructional model of reading. Stetson stresses the importance of visual and auditory memory in the learning of reading and spelling skills. The purpose of the study was to investigate Stetson's assumptions that (1) auditory memory has a greater effect on phonic analysis and literal comprehension than visual memory, (2) visual memory has a greater effect on immediate recognition, structural analysis, and written spelling than auditory memory, and (3) language facility has a greater effect on inferential comprehension than memory. Four hundred students in grades 1-6 who received educational evaluations at the University of Houston Diagnostic Learning Center were selected for the study. From their records, test scores were extracted for the following variables: verbal intelligence, written spelling, sight recognition, structural analysis, phonic analysis, literal comprehension, inferential comprehension, auditory memory for words and sentences, and visual memory for objects and letters. Descriptive statistics were reported for all the independent and dependent variables. Analysis of variance was used to examine the significance of the mean differences by grade. Setwise multiple regression was conducted to determine the effects of the independent on the dependent variables. [...]

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Keywords

Reading--Remedial teaching, Memory in children

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